| World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany? JR Malin, C Brown, G Ion, I van Ackeren, N Bremm, R Luzmore, J Flood, ... Humanities and Social Sciences Communications 7 (1), 2020 | 74 | 2020 |
| Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices? C Brown, J Flood Teaching and Teacher Education 72, 144-154, 2018 | 52 | 2018 |
| Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England C Brown, S MacGregor, J Flood Teaching and Teacher Education 94, 103101, 2020 | 49 | 2020 |
| Formalise, Prioritise and Mobilise: How school leaders secure the benefits of Professional Learning Networks C Brown, J Flood Emerald Publishing Limited, 2019 | 45 | 2019 |
| The three roles of school leaders in maximizing the impact of Professional Learning Networks: A case study from England C Brown, J Flood International Journal of Educational Research 99, 101516, 2020 | 25 | 2020 |
| Conquering the professional learning network labyrinth: what is required from the networked school leader? PC Brown, J Flood School Leadership & Management 40 (2-3), 128-145, 2020 | 17 | 2020 |
| Is distributed leadership an effective approach for mobilising professional capital across professional learning networks? Exploring a case from England C Brown, J Flood, P Armstrong, S MacGregor, C Chinas Journal of Professional Capital and Community 6 (1), 64-78, 2021 | 16 | 2021 |
| Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England C Brown, S MacGregor, J Flood, J Malin Frontiers in Education 7, 2022 | 14 | 2022 |
| Exploring the five key roles school leaders need to adopt if research-informed teaching practice is to become a reality C Brown, J Malin, J Flood Translational Research Insights 2 (1-4), 2019 | 6 | 2019 |
| Does a theory of action approach help teachers engage in evidence-informed self-improvement? J Flood, CD Brown Research for All 2 (2), 347-358, 2018 | 6 | 2018 |
| Exploring Teachers' Conceptual Uses of Research as Part of the Development and Scale-Up of Research-Informed Practices. C Brown, J Flood International Journal of Education Policy and Leadership 16 (10), n10, 2020 | 5 | 2020 |
| The Research-Informed Teaching Revolution-North America: A Handbook for the 21st Century Teacher C Brown, J Flood, S MacGregor Hachette UK, 2021 | 4 | 2021 |
| informed Teaching Revolution: A handbook for the 21st century teacher J Flood John Catt Educational, 2020 | 3 | 2020 |
| Special Issue on Research Impact in Education E Farley-Ripple, J Riordan, K Cook, J Flood, C Brown, J Malin, A Cooper, ... International Journal of Education Policy and Leadership 16 (12), 2020 | 3 | 2020 |
| Exploring the role of positive leadership for mobilizing innovative practices: a social network approach SM MacGregor, C Brown, J Flood Studia paedagogica. 26 (2), 2021 | 2 | 2021 |
| Authority to empathy, leader to servant: How positive leadership can mobilize innovation practices S MacGregor, C Brown, J Flood Leadership for flourishing in educational contexts, 55-75, 2021 | 2 | 2021 |
| Is distributed leadership an effective approach for mobilising research-informed innovation across professional learning networks?: Exploring a case from England C Brown, J Flood, S MacGregor, P Armstrong Getting Evidence into Education, 181-198, 2020 | 2 | 2020 |
| ¡ VIVA LA REVOLUCIÓN! C BROWN, J FLOOD, G HANDSCOMB Reflect, Expect, Check, Explain: Sequences and behaviour to enable …, 2020 | | 2020 |
| How can school leaders maximise the benefits of being part of a Professional Learning Network J Flood | | 2019 |
| The Emergence of Professional Learning Networks C Brown, J Flood Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits …, 2019 | | 2019 |
